Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Chapter 26 - The Common Language Service-Development Method
From Strategy Development to Implementation of Evidence-Based Practice
from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Chapter 19 Key Features of Promoting Collaborative Dialogue in the Classroom
- Chapter 20 Practical Applications of a Fidelity-of-Implementation Framework
- Chapter 21 Increasing Student Voice in School Reform
- Chapter 22 Coaching for Instructional Improvement
- Chapter 23 The Use of Evidence-Based Programs and Quality Child Care
- Chapter 24 Action Research:
- Chapter 25 Measuring Child Well-Being in Schools
- Chapter 26 The Common Language Service-Development Method
- Part VI Signposts Toward Effectiveness
- Index
Summary
Common language offers a series of interrelated concepts and a set of resources, including practice tools, training, data sources and a service-development method. It was created specifically for children's services and seeks to reduce impairment to children's health and development. The common language operating system was developed in two phases. In the first phase, a method for achieving a better match between the needs of children and services received was applied in numerous local authorities and children's services agencies, mainly in the United Kingdom. In the second phase, the method evolved to cover all children and incorporated a more detailed and sophisticated set of procedures for using the data to help improve outcomes. The common language operating system can be driven by policy-makers in service systems or by the community. Common language involves providing concerted support for practitioners implementing the services developed or adopted through the process.
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- Handbook of Implementation Science for Psychology in Education , pp. 443 - 458Publisher: Cambridge University PressPrint publication year: 2012
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